Introduction to Education

Introduction to Instructional DesignAugust 2011 In-ServiceInformation taken from Real World Instructional Design by Katherine Cennamo and Debby Kalk. Wadsworth, Cengage Learning. 2005.Instructional Design(ID)What is it?A plan for delivering the content, lessons, and/or activities necessary for students to reach a goal within the curriculumCurriculum subjects taught or element of the subject at an educational institutionInstructional Designers work with Subject Matter Experts to build course content for Instructors.At STI, instructors are both the Subject Matter Experts (SMEs) and Instructional Designers for their subjectsADDIE ModelBasic Instructional Design ModelAnalysis learner needs assessment so know where they may be at and where need to beDesign making objective lists and framing assessmentsDevelopment making media, storyboards, instructional materialsImplementation plan and manage delivery of instruction; make teaching support materialsEvaluation Formative and summative evals help identify where revisions neededEssential Triangle of IDUsual order of preparation/considerations:Learners NeedsOutcomes and ObjectivesAssessmentsActivitiesCan start with any step, as will be aligning anyway

Learners Needs and CharacteristicsHow do we find out?We usually anticipate informally, but advisory boards and industry help tooLearners may not know their learning needsChecklists, Likert Scales, Questionnaires (p. 4)What do they know?Learning ContextPeers & Learning RewardsEquipment, Where will they Learn?STI Labs, clinical sites and classrooms are the whereApplication ContextSupport materials, exercises you develop, labs you make

Learner Needs ExamplesEmployees have trouble understanding when to use email, phone or in person communicationNew office professional employees lack soft skills in professionalism and communicationsGirls need encouragement to enter careers dominated by malesPracticeWhat are the learner characteristics of STI employees who need a lesson on email vs phone or personal contact in communications?GenerationalSkill LevelValuesMotivationsAttitudesPre-req Skills NeededOutcomes, Activities and Assessments Must AlignOutcomes detail the results that are desired from the instruction.

Activities enhance learners ability to achieveAssessments measure whether those results occurred

Goals, Outcomes and ObjectivesGoals are the big pictureOutcomes give details to translate goals into something measurableObjectives describe the assessment and criteria for acceptable performanceBehavior learner will exhibitConditions under which the behavior must occurCriteria that must be met for acceptable performanceBroad goal statement first, then define specific learning outcomes, then objectives

Writing ObjectivesPerformance TermsSTUDENT is SUBJECTVERB ACTIONAddModifySolveAnalyzeOperateSpecifyBuildOrganizeStateChoosePlotSubtractCorrectPredictSuggestDefendPrepareTabulateDemonstratePresentTranslateEvaluateReadVerbalizeGenerateReconstructWriteIllustrateReviseSome are definitely hands-on, but what mental processing needs to happen first???LabelSelectMeasureSketchGoal: Teaching Preschool Children to Care for EyeglassesLearning Outcomes:After participating in the program, youngsters should be able to:Demonstrate the proper way to care for their eyeglassesChoose to care for their glasses properlyList the steps in the proper care of glassesObjectives:Using a set of 3 pictures, the learner will order the steps for proper care of their eyeglasses with pictures with 100% accuracy.Given a moistened wipe and eyeglass case, the learner will demonstrate how to clean and store their eyeglasses 2 out of 3 times.

Note: Each outcome is different and requires different activities and assessmentsSample Assessments for Various Learning OutcomesOutcomeAssessment

Verbal InformationShort Answer, Matching, M/C, Free RecallIntellectual SkillsApplication in Varied SituationsMotor SkillsDemonstrationAttitudesDetermination of New Attitude FrequencyCognitive StrategiesReflective JournalAssessment Time to Make, Administer and Correct

Time required to complete and score various AssessmentsDeveloping Scoring KeysWhat criteria will you be using to score the work and in what order are you looking for them? To what degree will criteria be met?See Examples on pages 9-11 in HandoutAnswer KeysChecklistsRating ScalesRubricsLearning ActivitiesStrategiesDeliberate arrangement of events to facilitate learningWhat changes in thinking/performance should occur?How will you know the changes occurred?What activities will help facilitate these changes in thinking or performance?Chunking Content then Develop Learning EventsSequencing Those Learning Events (prioritize & think first)Learning ActivitiesLearning Objects in online learning, these are the electronic files, links or images that assist in the activitiesLearning EventsEvents of Learning & InstructionDesign Sheet on page 15Focus on goalsConnect to prior knowledgeGain and integrate content knowledgeTake action and monitor learning progressSynthesize and evaluateExtend and Transfer

Learning EventsPreparing Sales Team for New Product

Learning Theories

Defining the Delivery ContextDelivery Context: Conditions under which the instruction will be delivered

Delivery Options and Delivery Modes on Next Slide

Delivery Options and ModesDelivery OptionsSynchronous vs Asynchronous learners progress together at same pace or not?Distance vs Face to Face learners location in comparison to others in class Formal vs Informal subtle like a museum or structured like a classDelivery ModesClassroom typical and best for presenting basic skills; easier to develop/deliverTelecourse video-based distance learning classTeleconference Interactions with 2-way audio/videoWeb synchronous webinars no anytime, anywherePrint workbook, supplementsVideo Tape or DVD as a self-paced. Expensive if dont have developing skills.Online web-based (LMS) discussions; group workCD Rom media-rich content; reliable; Overcome Internet/download issuesBlended LearningExample: Supplement a textbook with a websiteMost courses use 2 or more delivery modes (use each optimally)

Blended Learning ExampleChunking the Learning

Instructional Package Components What does Publisher Give Me?Learners MaterialsInstructors GuidesLots of Variety in How PackagedWeb, print, CDPre and Post TestsGlossaryTable of ContentsShould we use only publisher provided materials?Tips & Lesson PlansWorksheets, ActivitiesAnswer KeysTest BankEverything to Prepare and Follow-up with AfterIf instructor alters learning materials, will need to alter these tooLicensing and Fair Use some protection for educators who make copies of copyrighted materials for teaching purposes. How much, and is the copyright holder deprived of royalties if you do so?Evaluating Curriculum and MaterialsFormative EvaluationDone before teaching/presenting the first timeWho do you get to do this?Summative EvaluationAfter final product or test has been usedWith actual learnersDevelop a system whereby you can note changes for next timeOn lesson plans? On a copy of the materials?TermsActivitiesAnswer keyApplication ContextAssessmentAsynchronousAttitudesBlended LearningBroad Goal StatementCasesCD RomChecklistChunking ContentClassroomCognitive and Physical AbilitiesCognitive StrategiesDelivery modesMedia AssetsMotivationsMotor SkillsObjectivesOnlineOutcomesPerformance basedPortfolioPrior Knowledge and Experiences Project basedRating ScaleReflectionsRubricsSummative EvaluationSynchronousSynthesize and evaluateTeleconferenceTelecourseVerbal InformationVideoWeb

EvaluationExtend and TransferFormal InstructionFormative EvaluationGoalsInformal InstructionInstructional DesignInstructor GuidesIntellectual SkillsInteractive ProgramsLearnerLearners MaterialsLearning ActivitiesLearning ContextLearning EventsLearning ObjectsLesson Plans